DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED LECTORA INSPIRE IN DISCRETE METHOD COURSE.
Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
ME - 9
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED LECTORA
INSPIRE IN DISCRETE METHOD COURSE
Alfensi Faruk
Sriwijaya University
email: alfensifaruk@unsri.ac.id
Abstract
This study aims to (1) produce a valid and practical interactive learning media based
Lectora Inspire in a discrete method course, (2) see the effects of the developed
learning media to the students’ learning outcome in a discrete method class.
Research and development, which consists of five stages: pre-development,
development, evaluation, field test, and revision, was implemented in this study.
The developed interactive learning media was tested against 23 students of discrete
method class in the Department of Mathematics, Faculty of Mathematics and
Natural Science, Sriwijaya University. The results of the analysis are: (1) based on
the evaluation of the experts and the perceptions of the students, the interactive
learning media which has been developed was valid, practical, and highly
recommended to be used as a source of student’s self-learning in discrete method
courses, (2) the interactive learning media which has been developed was effective
to increase students’ learning outcome.
Keywords: Interactive learning media, lectora inspire, discrete method
1. INTRODUCTION
1.1. Background
Discrete method is one of the compulsory course in Department of Mathematics,
Faculty of Mathematics and Natural Science, Sriwijaya University. Based on the data at the end
of the even semester of academic year 2012/2013, the students’ average score on that course is
still low. It happened due to the lack of the students’ motivation and understanding of the course
materials. In addition, the teaching and learning process in this course still used conventional
learning media such as books, modules, and static power point file (ppt without animations).
Therefore, an interactive learning media that can create a two-way interaction between the
students with the media and the learning resources is needed in the students’ learning process.
The ability of Macromedia Flash, which can make various interesting animations, has
made the software became popular in the development of interactive learning media. Some
examples are the works by Garcia et al. (2005), Luthfi & Nafi’ (2011), and Safitri et al. (2013).
Interactive learning media are not only developed by using Macromedia Flash but also by using
any other computer software, some example works are by Korakakis et al. (2009) who develop
an interactive computer application to support the learning process for students in the 8 th grade,
and Khalid et al. (2010) committed a study to know the effect of work group method and
interactive learning media in algebra learning of engineering students, another work was also
done by Lee et al. (2012) that made interactive multimedia modules in electrochemistry
learning and it was aimed to see the effect of the developed modules toward the students’
understanding and learning motivation.
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Alfensi Faruk / Development of Interactive ...
ISBN.978-979-99314-8-1
Although interactive learning media have been widely developed, there are not many
teachers using it in their class. It happened because they are still lack about web management
and design graphics technic. Therefore, one of the aims of this study is to develop an interactive
learning media using a special software for interactive media and e-learning, namely Lectora
Inspire. This software is an authoring tool which can be easily used by any common teachers
and lecturers to make contents of interactive learning media. Another aim of this study is to see
the effects of the developed learning media to the students’ learning outcome in a discrete
method class. To reach the latter aim, we have tested the developed interactive learning media
against the students of discrete method class in the Department of Mathematics, Faculty of
Mathematics and Natural Science, Sriwijaya University.
1.2. Formulations of The Problem
Based on the background, the formulations of the problem of this research project are:
1. How to produce a valid and practical interactive learning media based Lectora Inspire in a
discrete method course?
2. How the developed interactive learning media affect the students’ learning outcome in a
discrete method class?
1.3. Aims and Benefits of The Study
The aims of the study are:
1. To produce a valid and practical interactive learning media based Lectora inspire in a
discrete method course.
2. To see the effects of the developed learning media to the students’ learning outcome in a
discrete method class.
The benefits of this study are:
1. To give a learning resource which based on information technology for both the lecturers
and students in a discrete method course.
2. It is expected to be more and more lectures are using interactive learning media in a math
class, especially in the subjects of discrete methods.
2. RESEARCH METHOD
2.1. Design
Research and development cycle design was used in this study, and it has been
modified and fitted to the research aims. The research design contains of five stages, i.e. predevelopment, development, evaluation, field test, and revision.
2.2. Subjects
The subjects of this research are 23 students (10 male and 13 female) of Department of
Mathematics, Faculty of Mathematics and Natural Science, Sriwijaya University. All the tudents
have taken the discrete method course class A in the semester of academic year 2012/2013.
2.3. Procedure
In the pre-development stage, all the discrete method course materials were sorted
based on the students’ average score. Consequently, the course material about combinatoric
which has the lowest average score became the main content of the interactive learning media
that would be developed. In the second stage, Lectora Inspire was used to develop the
interactive learning media. Various pictures, animations, audios, and videos were added into the
media. There are three additional softwares that should be also installed in addition to Lectora
Inspire, namely camtasia®, snagit®, and flypaper™. The evaluation stage was conducted
ME-66
Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
when all the development process in the second stage has been completed. Two experts in
multimedia and content, who have been already selected, gave their opinions, criticisms, and
suggestions about the developed interactive learning media.
After the interactive learning media had been fixed based on the experts’ advices, then
it was ready to be tested. The field test stage consists of three sub-stages, that is pre test,
implementation, and post test. Each sub-stages took place about fifty minutes and the students
should fill out the questionnaires at the end of the test. This test conducted in the Laboratory of
Computation, Department of Mathematics, Faculty of Mathematics and Natural Science,
Sriwijaya University. In the revision stage, some advices from the students were selected as the
basis for the improvement of the developed interactive learning media.
2.4. Instruments
2.4.1. Achievement test
There are two kinds of tests that were conducted in this study, namely a pre test and a
post test. The questions on the tests cover the basic knowledges that should be already studied
by the students who already took a discrete method course.
2.4.2. Questionnaire
There are three kinds of statements of the students’ perception questionnaire, namely
perceptions about the multimedia and accessibility, perceptions about the content of materials,
and perceptions about the example questions and quiz.
3. RESULTS AND DISCUSSION
3.1. Results
3.1.1.The Interactive Learning Media
One of the benefits using Lectora Inspire is there are so many templates for interactive
learning media which can be choosen. The face-to-face display for the developed interactive
learning media is given in the figure 1. The left side of the figure 1 shows default template and
the right side shows the adjusted template.
Figure 1. Adjustment of a default template with the learning contents
Musics and sound effects are also added to the developed interactive learning
media. The videos which added to the media are made in format of flash video. To play a video
in Lectora Inspire, we have to download flash player program which can be downloaded freely
from the website http://get.adobe.com/flashplayer/.
There are eight types of question that can be added in Lectora Inspire, those are
true/false, multiple choice, short answer, essay, fill in the blank, matching, drag and drop, and
hotspot. In this project, the questions are multiple choice type and it consist of three choices. In
order the interactive learning media to be more interesting, classical music and illustrative
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Alfensi Faruk / Development of Interactive ...
ISBN.978-979-99314-8-1
image are also added to each question, and then a time limit of 3 minutes is also given for the
students to answer each question. The students can access this test simulation at any time
without having to read all the material by directly clicking the quiz menu button. Figure 2 shows
an example question of the quiz.
Figure 2. A multiple choice type question
3.1.2. Expert Review
There are two experts who reviewed the developed interactive learning media, namely a
multimedia expert and a content expert. Both of them have given some suggestions to the media
and they also thought that the developed interactive learning media were practical and valid to
be used in a discrete method course.
3.1.3. Field Test
This field test was conducted to know the effects of interactive learning media on
students’ learning outcomes. There are three steps in this field test, that is conducting a pre test,
learning using the media, and conducting a post test. All the activities of field test took place on
8th of November, 2013.
The pre test was administered to determine the students’ baseline knowledge of the
course materials. There are four questions that were given to the students in the pre test and it
cover almost all the basic topics in combinatorics. Based on the test that has been conducted on
the students, the average score obtained at the pre test is 58,7. It can be seen that the students’
pre test score is categorized as low because it below 60 scales of 100. The students’ results in
pre test are completely shown in table 1 below.
Table 1. The Students’ Results in Pre Test
Score
Category Frequency
76-100 Very Good
0
51-75,9
Good
11
26-50,9
Bad
9
0-25,9
Very Bad
3
After the pre test was done, the next step was implementation which lasted about fifty
minutes. The students learned the contents of the developed interactive learning media. When
the time for learning and exploring the media has been ended, the students committed a post
test. In this post test, the students should answer five essay type questions and the test also
lasted about fifty minutes. The average score that was obtained by the students in this post test
is 72,61. The activities of the students and their results in the post test are shown in figure 3 and
table 2 respectively .
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Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
Figure 3. The students explored the interactive learning media
Table 2. The Students’ Results in Post Test
Score
Category Frequency
76-100 Very Good
11
51-75,9
Good
8
26-50,9
Bad
4
0-25,9
Very Bad
0
3.1.4. The Students’ Perceptions
When all the steps in the field test phase have been completed, the students had to fill
out the given questionnaires. Generally, the statements in the questionnaires are divided into
three aspects, namely perceptions about the multimedia and accessibility, perceptions about the
contents or materials, and perceptions about the questions of the quiz. In this questionnaire, all
the students can also give their opinions and suggestions about the interactive learning media by
writing it in a special column on the last page of the questionnaire.
The first aspect is the students’ perceptions about the multimedia and accessibility of the
developed interactive learning media. This students’ perceptions are summarized and shown in
table 3. On that table, the perception rates about the multimedia, that are stated in the statement
1 to 4, are excellent. Statement number 5 is the students’ perception about the accessibility of
the interactive learning media. Very good rate is given by the students. One of the reasons is
because the menu-driven system in the media makes them should not start the learning from the
beginning, otherwise they can directly go to the desired materials by pressing the appropriate
menu button.
Table 3. Students’ Perceptions about The Multimedia and Accessibility
No. Statement
1
2
3
4
5
Face-to-face display
is so interesting
Pictures and texts are
so interesing
Sounds and musics
are so interesting and
enjoyable
Animations and
videos are so
interesting
Navigationsto
Students’
Answer
SDA DA LA
A
SA
2.96 1.30
Likert Scale
Rate of
Perceptions
Total
4.26
(%)
85.22
4.04
80.87
Excellent
2.78 1.52
4.30
86.09
Excellent
0.26 3.13 0.65
Excellent
-
-
-
-
-
-
0.13 2.96 1.09
4.17
83.48
Excellent
-
-
0.91 2.09 0.87
3.87
77.39
Very Good
-
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Alfensi Faruk / Development of Interactive ...
ISBN.978-979-99314-8-1
explore this media
are easy
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
The students’ perception rate about the given materials in the developed interactive
learning media are very good in the average as shown in table 4. After the students have
learned the interactive learning media, their interest to the combinatorial topic became higher
than before as shown by the rate of perceptions in statement number 5.
Table 4. Students’ Perceptions about The Content of Materials
No.
Statement
Students’
Answer
SDA DA LA
A
0.17 0.39 3.13
Likert
Rate of
Scale
Perceptions
Total (%)
3.70 73.91 Very Good
SA
This media helped me to
understand the materials
easily
2 The information in this
0.17 1.04 2.26
3.48 69.57 Very Good
media was comprehensive
and easy to remember
3 By using this media,
i
0.09 0.78 2.61 0.22 3.70 73.91 Very Good
could see the connection
among the topics in
discrete method course
4 By using this media, i
0.09 0.52 2.61 0.65 3.87 77.39 Very Good
could understand the
connection between the
materials and the real life
problems
5 After using this media,
0.13 3.48 0.43 4.04 80.87
Excellent
my interest on the
combinatorial topic
become higher
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
1
The perception rates of the students toward the given example questions and quiz in this
interactive learning media are excellent as shown in table 5 below.
Table 5. Students’ Perceptions about The Example Questions and Quiz
No.
1
Statement
The example questions
Students’
Likert
Rate of
Answer
Scale
Perceptions
SDA DA LA
A
SA Total (%)
0.39 2.61 1.09 4.09 81.74
Excellent
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Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
in this media were not
difficult for me to
understand and solve
2 The ilustration of the
0.39 2.61 1.09 4.09 81.74
Excellent
example questions was
so interesting and made
me more concentrated
3 I was enjoying to do the
0.13 3.13 0.87 4.13 82.61
Excellent
test or quiz in this media
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
3.2. Discussion
In this study, flypaper™ became the main alternative software of Macromedia Flash in
making animations for the developed interactive learning media. Among the three common
types of animations for use in teaching: swf, exe, and avi, the swf type has the smallest size
than the other (Garcia et al., 2007). The animations, that were designed using flypaper™, were
made in swf type, so that the animations may also be added to a web page such as math learning
blog support (Arifin et al., 2010).
Results showed that students’ average pre test score are still low. Although they have
taken the course before, the majority of the students still thinks that the combinatorial materials
are difficult to understand as shown in their final score at the end of the semester of academic
year 2012/2013. Then, the using of interactive learning media was applied to the students to
increase their understanding and motivation (Lee & Osman, 2012) in the learning of discrete
method, especially in combinatorial topic. This treatment successfully increased the students’
learning outcome. It showed by their average post test score that can be categorized as good,
that is 72,61 scales of 100. This result was along with other works (Garcia et al., 2007; Arifin et
al., 2010; Sazaliet al., 2010; Safitri et al., 2013) that made interactive learning media as one of
potential novel learning techniques in general math learning.
Based on the students’ perceptions, multimedia which added into the developed
interactive learning media has increased the students’ learning motivation. The same result was
also committed by Khalid et al (2010) who showed that an interactive multimedia has an
impact on students’ learning. It is because of a majority of the students, who are still young,
think that learning with music is very enjoyable. The students also think that the varying
animations, pictures, and text colours are so interesting. In their opinion, studying with the
interactive learning media is very much like playing a game on their personal computer.
The results also showed that the given materials in the media were presented completely
and related each other among the sub topic. The given examples are any phenomena that are
frequently found in students’ daily life, consequently they could understand the relevance
between the subject which was being studied and real problems. Furthermore, the example
questions are given using animations, pictures, and sounds. As a result, the students were
enjoying the explanations which have been presented in this interactive learning media. The
explanations of the answer of the questions are presented with help of illustrating objects and
animations. One of the advantages of Lectora Inspire is its capability of making a test
simulation with various question types and many attractive illustrations.
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ISBN.978-979-99314-8-1
4. CONCLUSION AND SUGGESTION
4.1. Conclusion
Based on the results, the interactive learning media has been reviewed by the experts
and some suggestions from them have been conducted to get a better interactive learning media.
The students also gave their perceptions and they thought that the developed interactive learning
media should be used regularly in discrete method class, although there are some aspects that
have to be improved. Therefore, it can be concluded that the developed interactive learning
media is practical and valid to be used in a discrete method course.
The interactive learning media have significant effects to increase the students learning
outcome. It showed by the results of the field test that has been committed against 23 students
of discrete method class in the Department of Mathematics, Faculty of Mathematics and Natural
Science, Sriwijaya University. Based on the tests, the students’ average score increased to
72,61 in post test from 58,7 in pre test.
4.2. Suggestion
It is suggested that the interactive learning media should be used widely by the teachers
and lecturers, because it is easy to be developed using an authoring tool such as Lectora Inspire.
The materials of the interactive learning media which have been developed do not
contain all the materials in a discrete method course, therefore for the next development
someone should develop a complete discrete method learning media.
5. BIBLIOGRAPHY
Arifin S., Zulkardi, &Darmawijoyo. 2010. Pengembangan Blog Support Pembelajaran
Matematika Sekolah Menengah Atas. Jurnal Pendidikan Matematika 4 (2): 70-85
Garcia R. R., Quiros S. J., Santos G. R., Gonzalez, M. S., &Fernanz, M. S..2005. Interactive
multimedia animation with Macromedia Flash in Descriptive Geometry Teaching.
Computers & Education 49: 615–639
Khalid, M. S., Alias, M., Razally, W., Yamin, S., &Herawan, T.. 2010. The Influence of
Teamwork Using a Multimedia Interactive Courseware in Learning Pre-Algebra.
Procedia Social and Behavioral Sciences 8: 654–662
Korakakis, G., Pavlatou, E. A., Palyvos, J. A., &Spyrellis, N.. 2009. 3D visualization types in
multimedia applications for science learning: A case study for 8th grade students in
Greece. Computers & Education 52(3): 390–401.
Lee, T. T.,&Osman, K.. 2012. Interactive multimedia module in the learning of
electrochemistry: effects on student’s understanding and motivation. Procedia - Social
and Behavioral Sciences 46: 1323 – 1327
Lutfi, K., &Nafi’, M.. 2011. Interactive Multimedia Based Learning Media For Javanese
Letters Using Macromedia Flash 8. http://eprints.uny.ac.id/id/eprint/5965
Safitri, M., Hartono, Y., &Somakim. 2013. Development Of learning media Based Macromedia
Flash About Triangle For Student Grade 7 Junior High School.Proceeding The First
South East Asia Design/Development Research (SEA-DR) International Conference.
Palembang: 22-23 April 2013. Palembang: 241-250.
Yuhana, Y.,&Hendrayana, A.. 2008. Pengembangan Model Bahan Ajar Matematika Interaktif
Berbasiskan Teknologi Komputer. Konferensi dan Temu Nasional Teknologi Informasi
dan Komunikasi untuk Indonesia , Jakarta: 21-23 Mei 2008
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ME - 9
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED LECTORA
INSPIRE IN DISCRETE METHOD COURSE
Alfensi Faruk
Sriwijaya University
email: alfensifaruk@unsri.ac.id
Abstract
This study aims to (1) produce a valid and practical interactive learning media based
Lectora Inspire in a discrete method course, (2) see the effects of the developed
learning media to the students’ learning outcome in a discrete method class.
Research and development, which consists of five stages: pre-development,
development, evaluation, field test, and revision, was implemented in this study.
The developed interactive learning media was tested against 23 students of discrete
method class in the Department of Mathematics, Faculty of Mathematics and
Natural Science, Sriwijaya University. The results of the analysis are: (1) based on
the evaluation of the experts and the perceptions of the students, the interactive
learning media which has been developed was valid, practical, and highly
recommended to be used as a source of student’s self-learning in discrete method
courses, (2) the interactive learning media which has been developed was effective
to increase students’ learning outcome.
Keywords: Interactive learning media, lectora inspire, discrete method
1. INTRODUCTION
1.1. Background
Discrete method is one of the compulsory course in Department of Mathematics,
Faculty of Mathematics and Natural Science, Sriwijaya University. Based on the data at the end
of the even semester of academic year 2012/2013, the students’ average score on that course is
still low. It happened due to the lack of the students’ motivation and understanding of the course
materials. In addition, the teaching and learning process in this course still used conventional
learning media such as books, modules, and static power point file (ppt without animations).
Therefore, an interactive learning media that can create a two-way interaction between the
students with the media and the learning resources is needed in the students’ learning process.
The ability of Macromedia Flash, which can make various interesting animations, has
made the software became popular in the development of interactive learning media. Some
examples are the works by Garcia et al. (2005), Luthfi & Nafi’ (2011), and Safitri et al. (2013).
Interactive learning media are not only developed by using Macromedia Flash but also by using
any other computer software, some example works are by Korakakis et al. (2009) who develop
an interactive computer application to support the learning process for students in the 8 th grade,
and Khalid et al. (2010) committed a study to know the effect of work group method and
interactive learning media in algebra learning of engineering students, another work was also
done by Lee et al. (2012) that made interactive multimedia modules in electrochemistry
learning and it was aimed to see the effect of the developed modules toward the students’
understanding and learning motivation.
ME-65
Alfensi Faruk / Development of Interactive ...
ISBN.978-979-99314-8-1
Although interactive learning media have been widely developed, there are not many
teachers using it in their class. It happened because they are still lack about web management
and design graphics technic. Therefore, one of the aims of this study is to develop an interactive
learning media using a special software for interactive media and e-learning, namely Lectora
Inspire. This software is an authoring tool which can be easily used by any common teachers
and lecturers to make contents of interactive learning media. Another aim of this study is to see
the effects of the developed learning media to the students’ learning outcome in a discrete
method class. To reach the latter aim, we have tested the developed interactive learning media
against the students of discrete method class in the Department of Mathematics, Faculty of
Mathematics and Natural Science, Sriwijaya University.
1.2. Formulations of The Problem
Based on the background, the formulations of the problem of this research project are:
1. How to produce a valid and practical interactive learning media based Lectora Inspire in a
discrete method course?
2. How the developed interactive learning media affect the students’ learning outcome in a
discrete method class?
1.3. Aims and Benefits of The Study
The aims of the study are:
1. To produce a valid and practical interactive learning media based Lectora inspire in a
discrete method course.
2. To see the effects of the developed learning media to the students’ learning outcome in a
discrete method class.
The benefits of this study are:
1. To give a learning resource which based on information technology for both the lecturers
and students in a discrete method course.
2. It is expected to be more and more lectures are using interactive learning media in a math
class, especially in the subjects of discrete methods.
2. RESEARCH METHOD
2.1. Design
Research and development cycle design was used in this study, and it has been
modified and fitted to the research aims. The research design contains of five stages, i.e. predevelopment, development, evaluation, field test, and revision.
2.2. Subjects
The subjects of this research are 23 students (10 male and 13 female) of Department of
Mathematics, Faculty of Mathematics and Natural Science, Sriwijaya University. All the tudents
have taken the discrete method course class A in the semester of academic year 2012/2013.
2.3. Procedure
In the pre-development stage, all the discrete method course materials were sorted
based on the students’ average score. Consequently, the course material about combinatoric
which has the lowest average score became the main content of the interactive learning media
that would be developed. In the second stage, Lectora Inspire was used to develop the
interactive learning media. Various pictures, animations, audios, and videos were added into the
media. There are three additional softwares that should be also installed in addition to Lectora
Inspire, namely camtasia®, snagit®, and flypaper™. The evaluation stage was conducted
ME-66
Proceeding of International Conference On Research, Implementation And Education
Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
when all the development process in the second stage has been completed. Two experts in
multimedia and content, who have been already selected, gave their opinions, criticisms, and
suggestions about the developed interactive learning media.
After the interactive learning media had been fixed based on the experts’ advices, then
it was ready to be tested. The field test stage consists of three sub-stages, that is pre test,
implementation, and post test. Each sub-stages took place about fifty minutes and the students
should fill out the questionnaires at the end of the test. This test conducted in the Laboratory of
Computation, Department of Mathematics, Faculty of Mathematics and Natural Science,
Sriwijaya University. In the revision stage, some advices from the students were selected as the
basis for the improvement of the developed interactive learning media.
2.4. Instruments
2.4.1. Achievement test
There are two kinds of tests that were conducted in this study, namely a pre test and a
post test. The questions on the tests cover the basic knowledges that should be already studied
by the students who already took a discrete method course.
2.4.2. Questionnaire
There are three kinds of statements of the students’ perception questionnaire, namely
perceptions about the multimedia and accessibility, perceptions about the content of materials,
and perceptions about the example questions and quiz.
3. RESULTS AND DISCUSSION
3.1. Results
3.1.1.The Interactive Learning Media
One of the benefits using Lectora Inspire is there are so many templates for interactive
learning media which can be choosen. The face-to-face display for the developed interactive
learning media is given in the figure 1. The left side of the figure 1 shows default template and
the right side shows the adjusted template.
Figure 1. Adjustment of a default template with the learning contents
Musics and sound effects are also added to the developed interactive learning
media. The videos which added to the media are made in format of flash video. To play a video
in Lectora Inspire, we have to download flash player program which can be downloaded freely
from the website http://get.adobe.com/flashplayer/.
There are eight types of question that can be added in Lectora Inspire, those are
true/false, multiple choice, short answer, essay, fill in the blank, matching, drag and drop, and
hotspot. In this project, the questions are multiple choice type and it consist of three choices. In
order the interactive learning media to be more interesting, classical music and illustrative
ME-67
Alfensi Faruk / Development of Interactive ...
ISBN.978-979-99314-8-1
image are also added to each question, and then a time limit of 3 minutes is also given for the
students to answer each question. The students can access this test simulation at any time
without having to read all the material by directly clicking the quiz menu button. Figure 2 shows
an example question of the quiz.
Figure 2. A multiple choice type question
3.1.2. Expert Review
There are two experts who reviewed the developed interactive learning media, namely a
multimedia expert and a content expert. Both of them have given some suggestions to the media
and they also thought that the developed interactive learning media were practical and valid to
be used in a discrete method course.
3.1.3. Field Test
This field test was conducted to know the effects of interactive learning media on
students’ learning outcomes. There are three steps in this field test, that is conducting a pre test,
learning using the media, and conducting a post test. All the activities of field test took place on
8th of November, 2013.
The pre test was administered to determine the students’ baseline knowledge of the
course materials. There are four questions that were given to the students in the pre test and it
cover almost all the basic topics in combinatorics. Based on the test that has been conducted on
the students, the average score obtained at the pre test is 58,7. It can be seen that the students’
pre test score is categorized as low because it below 60 scales of 100. The students’ results in
pre test are completely shown in table 1 below.
Table 1. The Students’ Results in Pre Test
Score
Category Frequency
76-100 Very Good
0
51-75,9
Good
11
26-50,9
Bad
9
0-25,9
Very Bad
3
After the pre test was done, the next step was implementation which lasted about fifty
minutes. The students learned the contents of the developed interactive learning media. When
the time for learning and exploring the media has been ended, the students committed a post
test. In this post test, the students should answer five essay type questions and the test also
lasted about fifty minutes. The average score that was obtained by the students in this post test
is 72,61. The activities of the students and their results in the post test are shown in figure 3 and
table 2 respectively .
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Figure 3. The students explored the interactive learning media
Table 2. The Students’ Results in Post Test
Score
Category Frequency
76-100 Very Good
11
51-75,9
Good
8
26-50,9
Bad
4
0-25,9
Very Bad
0
3.1.4. The Students’ Perceptions
When all the steps in the field test phase have been completed, the students had to fill
out the given questionnaires. Generally, the statements in the questionnaires are divided into
three aspects, namely perceptions about the multimedia and accessibility, perceptions about the
contents or materials, and perceptions about the questions of the quiz. In this questionnaire, all
the students can also give their opinions and suggestions about the interactive learning media by
writing it in a special column on the last page of the questionnaire.
The first aspect is the students’ perceptions about the multimedia and accessibility of the
developed interactive learning media. This students’ perceptions are summarized and shown in
table 3. On that table, the perception rates about the multimedia, that are stated in the statement
1 to 4, are excellent. Statement number 5 is the students’ perception about the accessibility of
the interactive learning media. Very good rate is given by the students. One of the reasons is
because the menu-driven system in the media makes them should not start the learning from the
beginning, otherwise they can directly go to the desired materials by pressing the appropriate
menu button.
Table 3. Students’ Perceptions about The Multimedia and Accessibility
No. Statement
1
2
3
4
5
Face-to-face display
is so interesting
Pictures and texts are
so interesing
Sounds and musics
are so interesting and
enjoyable
Animations and
videos are so
interesting
Navigationsto
Students’
Answer
SDA DA LA
A
SA
2.96 1.30
Likert Scale
Rate of
Perceptions
Total
4.26
(%)
85.22
4.04
80.87
Excellent
2.78 1.52
4.30
86.09
Excellent
0.26 3.13 0.65
Excellent
-
-
-
-
-
-
0.13 2.96 1.09
4.17
83.48
Excellent
-
-
0.91 2.09 0.87
3.87
77.39
Very Good
-
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explore this media
are easy
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
The students’ perception rate about the given materials in the developed interactive
learning media are very good in the average as shown in table 4. After the students have
learned the interactive learning media, their interest to the combinatorial topic became higher
than before as shown by the rate of perceptions in statement number 5.
Table 4. Students’ Perceptions about The Content of Materials
No.
Statement
Students’
Answer
SDA DA LA
A
0.17 0.39 3.13
Likert
Rate of
Scale
Perceptions
Total (%)
3.70 73.91 Very Good
SA
This media helped me to
understand the materials
easily
2 The information in this
0.17 1.04 2.26
3.48 69.57 Very Good
media was comprehensive
and easy to remember
3 By using this media,
i
0.09 0.78 2.61 0.22 3.70 73.91 Very Good
could see the connection
among the topics in
discrete method course
4 By using this media, i
0.09 0.52 2.61 0.65 3.87 77.39 Very Good
could understand the
connection between the
materials and the real life
problems
5 After using this media,
0.13 3.48 0.43 4.04 80.87
Excellent
my interest on the
combinatorial topic
become higher
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
1
The perception rates of the students toward the given example questions and quiz in this
interactive learning media are excellent as shown in table 5 below.
Table 5. Students’ Perceptions about The Example Questions and Quiz
No.
1
Statement
The example questions
Students’
Likert
Rate of
Answer
Scale
Perceptions
SDA DA LA
A
SA Total (%)
0.39 2.61 1.09 4.09 81.74
Excellent
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Proceeding of International Conference On Research, Implementation And Education
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in this media were not
difficult for me to
understand and solve
2 The ilustration of the
0.39 2.61 1.09 4.09 81.74
Excellent
example questions was
so interesting and made
me more concentrated
3 I was enjoying to do the
0.13 3.13 0.87 4.13 82.61
Excellent
test or quiz in this media
Explanation : SA=Strongly Agree; A=Agree; LA=Less Agree; DA=Disagree; SDA=Strongly
Disagree
Likert Scale : 0%-20% = Very Bad; 20.01%-40% = Bad; 40.01%-60%= Good; 60.01%-80%=
Very Good; 80.01%-100%= Excellent
3.2. Discussion
In this study, flypaper™ became the main alternative software of Macromedia Flash in
making animations for the developed interactive learning media. Among the three common
types of animations for use in teaching: swf, exe, and avi, the swf type has the smallest size
than the other (Garcia et al., 2007). The animations, that were designed using flypaper™, were
made in swf type, so that the animations may also be added to a web page such as math learning
blog support (Arifin et al., 2010).
Results showed that students’ average pre test score are still low. Although they have
taken the course before, the majority of the students still thinks that the combinatorial materials
are difficult to understand as shown in their final score at the end of the semester of academic
year 2012/2013. Then, the using of interactive learning media was applied to the students to
increase their understanding and motivation (Lee & Osman, 2012) in the learning of discrete
method, especially in combinatorial topic. This treatment successfully increased the students’
learning outcome. It showed by their average post test score that can be categorized as good,
that is 72,61 scales of 100. This result was along with other works (Garcia et al., 2007; Arifin et
al., 2010; Sazaliet al., 2010; Safitri et al., 2013) that made interactive learning media as one of
potential novel learning techniques in general math learning.
Based on the students’ perceptions, multimedia which added into the developed
interactive learning media has increased the students’ learning motivation. The same result was
also committed by Khalid et al (2010) who showed that an interactive multimedia has an
impact on students’ learning. It is because of a majority of the students, who are still young,
think that learning with music is very enjoyable. The students also think that the varying
animations, pictures, and text colours are so interesting. In their opinion, studying with the
interactive learning media is very much like playing a game on their personal computer.
The results also showed that the given materials in the media were presented completely
and related each other among the sub topic. The given examples are any phenomena that are
frequently found in students’ daily life, consequently they could understand the relevance
between the subject which was being studied and real problems. Furthermore, the example
questions are given using animations, pictures, and sounds. As a result, the students were
enjoying the explanations which have been presented in this interactive learning media. The
explanations of the answer of the questions are presented with help of illustrating objects and
animations. One of the advantages of Lectora Inspire is its capability of making a test
simulation with various question types and many attractive illustrations.
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4. CONCLUSION AND SUGGESTION
4.1. Conclusion
Based on the results, the interactive learning media has been reviewed by the experts
and some suggestions from them have been conducted to get a better interactive learning media.
The students also gave their perceptions and they thought that the developed interactive learning
media should be used regularly in discrete method class, although there are some aspects that
have to be improved. Therefore, it can be concluded that the developed interactive learning
media is practical and valid to be used in a discrete method course.
The interactive learning media have significant effects to increase the students learning
outcome. It showed by the results of the field test that has been committed against 23 students
of discrete method class in the Department of Mathematics, Faculty of Mathematics and Natural
Science, Sriwijaya University. Based on the tests, the students’ average score increased to
72,61 in post test from 58,7 in pre test.
4.2. Suggestion
It is suggested that the interactive learning media should be used widely by the teachers
and lecturers, because it is easy to be developed using an authoring tool such as Lectora Inspire.
The materials of the interactive learning media which have been developed do not
contain all the materials in a discrete method course, therefore for the next development
someone should develop a complete discrete method learning media.
5. BIBLIOGRAPHY
Arifin S., Zulkardi, &Darmawijoyo. 2010. Pengembangan Blog Support Pembelajaran
Matematika Sekolah Menengah Atas. Jurnal Pendidikan Matematika 4 (2): 70-85
Garcia R. R., Quiros S. J., Santos G. R., Gonzalez, M. S., &Fernanz, M. S..2005. Interactive
multimedia animation with Macromedia Flash in Descriptive Geometry Teaching.
Computers & Education 49: 615–639
Khalid, M. S., Alias, M., Razally, W., Yamin, S., &Herawan, T.. 2010. The Influence of
Teamwork Using a Multimedia Interactive Courseware in Learning Pre-Algebra.
Procedia Social and Behavioral Sciences 8: 654–662
Korakakis, G., Pavlatou, E. A., Palyvos, J. A., &Spyrellis, N.. 2009. 3D visualization types in
multimedia applications for science learning: A case study for 8th grade students in
Greece. Computers & Education 52(3): 390–401.
Lee, T. T.,&Osman, K.. 2012. Interactive multimedia module in the learning of
electrochemistry: effects on student’s understanding and motivation. Procedia - Social
and Behavioral Sciences 46: 1323 – 1327
Lutfi, K., &Nafi’, M.. 2011. Interactive Multimedia Based Learning Media For Javanese
Letters Using Macromedia Flash 8. http://eprints.uny.ac.id/id/eprint/5965
Safitri, M., Hartono, Y., &Somakim. 2013. Development Of learning media Based Macromedia
Flash About Triangle For Student Grade 7 Junior High School.Proceeding The First
South East Asia Design/Development Research (SEA-DR) International Conference.
Palembang: 22-23 April 2013. Palembang: 241-250.
Yuhana, Y.,&Hendrayana, A.. 2008. Pengembangan Model Bahan Ajar Matematika Interaktif
Berbasiskan Teknologi Komputer. Konferensi dan Temu Nasional Teknologi Informasi
dan Komunikasi untuk Indonesia , Jakarta: 21-23 Mei 2008
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